Theory Of Cognitive Development Research Articles

Menggali Perangkat Keilmuan Islam sebagai Basis Pengembangan Nilai-Nilai Universal Penalaran Moral Post-Conventional

Post-conventional is the highest level of moral reasoning based on cognitive developmental moral theory. As the highest level, post-conventional is the level of moral reasoning that everyone (including Muslims) needs to have because a person's moral reasoning is correlated with his moral actions. Moral reasoning affects how a person believes that behavior should be done. A person has reached the post-conventional level if his moral reasoning refers to universal values ​​such as justice, equality, humanity, and so on. In Muslim society, the acceptance of universal values ​​that form the basis for this post-conventional level of moral reasoning is still debated. This article examines the thoughts of Muslim scholars who present explanations of Islamic scientific tools (maqashid al-shariah, maslahah, and naskh-mansukh), which give place to universal principles. The results of this study conclude that a Muslim has the opportunity to reach a post-conventional moral level because his religious teachings provide a foundation based on universal values ​​as well as a post-conventional moral level foundation. Based on the results of this study, Islamic education can use the reference of cognitive-developmental moral theory to be used in the formation of students' moral reasoning to the highest level; post-conventional.

Three heads are better than one: cooperative learning brains wire together when a consensus is reached.

Theories of human learning converge on the view that individuals working together learn better than do those working independently. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared with independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170s after learning was initiated). Fourth, social factors such as social closeness (e.g. how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neuroscientific support for Piaget's theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus-building, which is captured in neural patterns shared across learners in a group.

Management of Innovations in Early Childhood Education for Sustainable Development Goals in Bayelsa State

This study examined management of innovations in early childhood education for sustainable development goals in Bayelsa State. Two research questions and two corresponding null hypotheses guided the study. The theoretical position was anchored on the “Piaget theory of cognitive development propounded in (1963). This study adopted a descriptive survey design with a population of 256 approved early childhood education centres across the 8 Local Government Areas in Bayelsa State. A stratified random sampling technique was used to draw a sample size of 300 caregivers from the population. A self-constructed questionnaire tagged: “Management of Innovations in Early Childhood Education for Sustainable Development Goals in Bayelsa State Questionnaire (MIEECESDGSQ)” was used for data collection. Test-retest technique was used to determine the reliability of the instrument which yielded a coefficient index of 0.81 through Pearson Product Moment Correlation Coefficient (r). Mean and rank order were used in answering the research questions while z-test statistics was used in testing the hypotheses. The findings revealed among others; computer assisted instruction and team teaching innovative early childhood education enhances sustainable development goals. Based on the findings, it was recommended among others that programmes that are figured out as innovative by school administrators should be well implemented so as to achieve the purpose for which such programmes were put forward.

Mechanisms of Change in Population-Based Parenting Interventions for Children and Adolescents

ABSTRACT Objective Developing an effective population-level system of evidence-based parenting support capable of shifting (at a population level) rates of child maltreatment and social, emotional, and behavioral problems in children requires an integrated theory of change. This paper presents a systems-contextual model of change and identifies modifiable mechanisms that can potentially explain population-level changes in parenting and child outcomes. Method Using the Triple P-Positive Parenting Program as an exemplar of a tiered, multi-level system of evidence-based parenting interventions, we discuss the putative mechanisms of change necessary to produce change in child behavior, parenting, practitioner behavior, and organizational changes to support the sustained implementation of an intervention. Results A model of change is proposed that blends theoretical perspectives derived from social learning theory, self-regulation theory, applied behavior analysis, cognitive behavior principles, developmental theory, and principles derived from the fields of public health, implementation science, and economics to explain change in the behavior at the community wide level. Different types of interventions targeting different populations and mechanisms are used to illustrate how sustainable change in child and parent outcomes can be achieved. Conclusions Evidence supporting specific mechanisms and moderators of intervention effects are discussed as well as directions for future research on mechanisms.

A strong dependency between changes in fluid and crystallized abilities in human cognitive aging.

Theories of adult cognitive development classically distinguish between fluid abilities, which require effortful processing at the time of assessment, and crystallized abilities, which require the retrieval and application of knowledge. On average, fluid abilities decline throughout adulthood, whereas crystallized abilities show gains into old age. These diverging age trends, along with marked individual differences in rates of change, have led to the proposition that individuals might compensate for fluid declines with crystallized gains. Here, using data from two large longitudinal studies, we show that rates of change are strongly correlated across fluid and crystallized abilities. Hence, individuals showing greater losses in fluid abilities tend to show smaller gains, or even losses, in crystallized abilities. This observed commonality between fluid and crystallized changes places constraints on theories of compensation and directs attention toward domain-general drivers of adult cognitive decline and maintenance.

ANALISIS METODE PEMBELAJARAN DARING SELAMA PANDEMI COVID-19 TERHADAP PERKEMBANGAN KOGNITIF ANAK BERDASAR TEORI PERKEMBANGAN KOGNITIF ANAK PIAGET

This study aims to examine the analysis of e-learning methods during the COVID-19 pandemic on children's cognitive development based on Piaget's theory of cognitive development. Education for children is a systematic effort to deliver children to a bright future. In essence, every child is the future successor of the civilization of the Indonesian nation with its role as a supply of human resources. Whereas on the other hand, efforts to fulfill children's rights to receive education when related to current conditions have turned out to be experiencing obstacles due to the Covid-19 pandemic that has hit all parts of the world, including Indonesia. Official data released by the Government of Indonesia as of August 15, 2021, as many as 213 countries have been infected with Covid-19, of which 139,226,143 have been confirmed positive and 2,989,984 have died,. If we take some of the characteristics of children at the stage of Piaget's cognitive development associated with online school policies, then there are things that need to be anticipated, namely the cognitive phase of children directly requiring school education, even though literally schools are interpreted only as institutions or buildings used for learning activities. and teach according to the level of education (elementary school, middle school and high school), but actually the school is not only an institution that provides subject matter and physical buildings but also as a laboratory for children's mindset and mentality. This study uses the library method where in collecting data information with documentation techniques, namely seeking data on relevant matters from various sources such as documents, books, scientific journals and news. The result of this research is that online learning on children's cognitive development directly experiences obstacles. This is evidenced from the concepts and theories of Piaget's cognitive development where the hallmark of cognitive development is the existence of strong interpersonal and social relationships with the environment. Because basically the learning process is not only limited to the process of delivering information and knowledge, but also there must be reciprocal interaction between participants and teachers so that there is a change in behavior and knowledge in a concrete direction.
 
 Keyword: covid-19, Education, e-learning methods, Piaget, school

On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers.

This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.

Play: A Historical and Cultural Approach

The article examines the historical dynamics of the theoretical and methodological approaches to the essence of play and their significance in modern scholarship and culture. The role of play in the philosophy of ancient times is highlighted. Classical playing theories are presented: Friedrich Schiller’s and Herbert Spencer’s theories of surplus forces, Richard Lazarus’ theory of recuperation, Karl Groos’ theory of exercise and G. Stanley Hall’s theory of recapitulation. Play (as a way to achieve pleasure) is examined through Karl Bühler’s theory. We pay attention to Freud’s psychodynamic theory in the context of understanding play, as well as the views of Erickson and Winnicott. Bateson’s metacommunicative theory is singled out separately. The theory of cognitive development by Piaget and Vygotsky pays special attention to the consideration of approaches to the understanding of play. The role of play in the context of pedagogical, cultural, and anthropological research is presented. Due to the analysis of the presented theories, we made the conclusion about the role of play in present-day culture. The study aims to find out the meaning of play in the representation of modern youth. To solve the tasks set, we used the sociological research method. As a result, we surveyed the young people of the city. This survey allowed us to understand the place of play in modern young people’s lives and reveal its attitude to gaming activities. With the help of a survey, we identified such essential functions of play as relaxation and entertainment. The least important of these was the psycho-technical function. Computer and desktop games were recognized as the most popular types of play among modern young people. The least interest among respondents is caused by such a type of play as gambling. This work is only an initial stage in the study. We plan to continue the study on a representative sample.

Influence of Instructional Drama Activities on the Development of Early Years Learners in Elgeyo-Marakwet County, Kenya

This study was an in-depth investigation into the influence of instructional drama activities on the development of learners in Early Years (Early Childhood) Education Centers in Elgeyo-Marakwet County, Kenya. The study was guided by Piaget’s Cognitive development theory and utilized a cross-sectional descriptive survey research design. It made use of 513 respondents comprising 334 teachers, 172 Head teachers and 7 officials in charge of Early years in Elgeyo Marakwet County. Data were collected through questionnaire and analysed using descriptive statistics. The study established that teachers in the ECDE Centres do not frequently use instructional drama. They instead use the Ministry of Education Models for teaching and learning in ECDE. The study concludes that drama provides a neutral vehicle through which ECDE pupils can explore, express themselves, discover and interpret the world around them, thus making them acquire skills to co-operate with peers and control impulses. One recommendation is that teacher training institutions and ECDE schools should work together to ensure that teachers are appropriately prepared to use instructional drama.

How PBIS Instructional Strategies Can Influence Student Engagement

School districts across the United States are using multiple systems to improve teacher instruction and student engagement. The problem at a middle school in North Texas is that it is unknown how middle school teachers are using Positive Behaviors Interventions and Supports (PBIS) to engage students. The purpose of this basic qualitative study was to explore how sixth-grade teachers are using PBIS instructional strategies to engage students, as well as sixth-grade teachers’ perceptions of PBIS for engaging students in the classroom. PBIS, along with Watson’s behavioral theory and Vygotsky’s cognitive development theory, served as the conceptional framework for this study. The research questions concerned how teachers used PBIS instructional strategies to engage students and teachers’ perceptions of PBIS instructional strategies to engage students. This study encompassed open-ended semi-structured interviews using nine participants who were certified teachers, taught a core subject, and used PBIS instructional strategies in their classrooms. The data was collected and analyzed through the process of open, axial, and selective coding. Three themes emerged: effective environment, systems for support, and learning leakages. Teachers may benefit from positive social change by gaining insight needed to better meet the needs of all students through PBIS systems. Students may benefit from positive social change by and enhance the overall learning experience and in turn, improving student academic achievement.

Flu, AIDS, and the Development of Intuitive Thinking about Disease

Despite the importance for their health and well-being of children’s acquiring knowledge and understanding of disease, surprisingly little work has been done to compare children’s thinking about different diseases at different ages to determine whether and how thinking about familiar diseases shapes thinking about newly encountered diseases. The present study reports a new analysis of interviews with 156 children that were conducted in 1992, when AIDS represented a new and life-threatening but not well understood health threat. The aim was to compare thinking about the causality of a familiar disease, influenza, and a then-unfamiliar disease, AIDS, among third, fifth, and seventh graders. Comparisons of the two diseases and three grade levels focused on: (a) level of understanding based on cognitive-developmental theory and (b) three features defining children’s intuitive theories of disease (a biological ontology or vocabulary, causal propositions featuring an invisible germ or virus, and logical coherence). Scores on all four resulting summary measures and on all but one of eight causal propositions collectively constituting a scientific explanation of each disease, increased with age, with growth especially pronounced from third grade to fifth and seventh grades. Summary scores were moderately intercorrelated, both within each disease and across the two diseases. Folk beliefs about cold weather causing flu and casual contact causing AIDS declined with age. Levels of knowledge and understanding of the two diseases were more often similar than different. However, children’s thinking about flu was ahead of their thinking about AIDS in some respects, especially among the youngest children and especially with respect to symptomology. At the same time, exposure to information during the AIDS epidemic appeared to enable children describing AIDS causality to replace the generic term germ used for flu with the more specific term virus and to better understand that a person must have a disease or its pathogen to transmit it, that the causal agent for a disease is disease-specific, and that the body resists germs and viruses. Implications for better understanding the development of disease concepts and filling gaps in children’s knowledge and understanding in the era of COVID-19 are discussed.

PSYCHOLOGICAL FEATURES OF THE MANIFESTATION OF GENDER STEREOTYPES ON THE CAREER ASPIRATIONS OF YOUNG PEOPLE

The purpose of the article is to investigate the manifestation of gender role stereotypes on career harassment of young people. The methodology of scientific research is based on the level of philosophy (systematicity, dialectical contradiction, unity of quality and quantity, dialectical negation, development, causality, etc.) and the level of general psychological (psychological theory of action, unity of psyche and activity, development; systematicity; concept of sub object of mental activity, etc.) principles with systematic, scientific and verification methods. This work is devoted to the study of the relationship between the value orientations of an individual and the level of his self-efficacy. The study of these problems allows us to assert the insufficient development of theoretical and empirical research on the psychological concept of self-efficacy, in particular, regarding persons who have already passed the period of professional formation and are actively engaged in their work activities; insufficiently disclosed features of the influence of factors on self-efficacy; there is a lack of scientific justifications that would reveal the age factors of this phenomenon. On the basis of the analysis of the theoretical material, a study of self-efficacy and the peculiarities of the impact on it of the meaning-life orientations of the individual was carried out. The theoretical justification of the problem of gender-role self-determination of older adolescents is given, in which preference is given to the concepts of the theory of cognitive development of the personality: the content of the “self-concept” is a categorical system of personal attitudes formed in the process of active assimilation and acceptance of gender-role norms cultivated by society. The system of attitudes can be considered as a form of organization of individual experience, which directs the consciousness, activity and self-determination of the subject in relation to the world. Social stereotypes and expectations, which in the process of socialization change from the external, “specified” plan by society to the internal, personally meaningful adoption of gender roles and their corresponding attitudes, are the means of realizing one’s own sexuality.

An Investigation of the Factors That Contribute to Poor Problem-Solving Skills in Grade 8 Mathematics Learners in Namibia

The study seeks to investigate the factors that contribute to poor problem-solving skills in Grade 8 Mathematics learners at three combined schools in the Ongha circuit. A case study design was used within the qualitative approach. A theory of Vygotsky’s social constructivism theory of cognitive development was used as the theoretical framework of this study. The population for this study comprised all 19 Grade 8 Mathematics teachers from three combined schools in Ongha Circuit, in the Ohangwena region. A sample comprising six Grade Eight Mathematics teachers was then chosen purposively from the three combined schools in Ongha Circuit. An interview guide was used to collect data from the Mathematics teachers. Data were analyzed using themes that were discussed later. The literature and the theoretical framework were used to compare and contrast the study findings. Participants revealed that problem-solving skills have a long-term effect on learners’ learning. The study uncovered that learners with poor problem-solving skills experience difficulties in solving mathematical problems and in daily life. The study also unveiled that the factors that contribute to poor problem-solving at the combined school were language problems, lack of resources, lack of mathematical pedagogical knowledge, lack of involvement of parents, lack of motivation and support, and lack of training and workshops. It can therefore be suggested from the results of this study, that some of the strategies that can be applied to enhance learners’ problem-solving skills in mathematics are such as allow learners to do more practice, designing suitable examples and activities, using different teaching strategies, using key mathematical terms and use more teaching aids. The study further recommends the school management to provide teaching and learning resources, organize min-trainings and monitor compensatory programs. The study also suggests that the education regional directorate should supply adequate textbooks, give professional support, and organize training and workshops to help teachers to improve problem-solving skills among learners.

An Exploration of the Role of Teachers in Enhancing Learners’ Performance in English Second Language in Grade 7 at Seven Primary Schools in Oluno Circuit

The purpose of this was to explore the role of teachers in enhancing learners’ performance in English second language in grade 7 at seven primary schools in Oluno circuit. A case study design was used within the qualitative research approach. The theory of Vygotsky’s constructivism theory of cognitive development was used as the theoretical framework of the study. The population for this study comprised of all 25 Grade 7 English Second Language teachers from 25 schools in Oluno Circuit, in Oshana region. Eight Secondary Schools from the Oluno Circuit were randomly selected to take part in this study. A sample comprising of six Grade seven ESL teachers was then chosen purposively from the 7 schools in Oluno Circuit. An interview guide and a non-participant observation schedule were used to collect data from the ESL grade 7 teachers. Data was analysed using themes which were discussed later. The literature and the theoretical framework were used to compare and contrast the study findings. Participants revealed that ESL teachers motivate their learners to use English in their daily conversations so that they develop the love of the language and also become fluent speakers and writers, and also that ESL teachers motivate learners when they give them feedback about the activities given, and this encourages learners to put more effort and work hard to achieve well. The study also unveiled that one of the ESL teachers’ roles is to assess learners formally and informally which the teachers to ensure that all skills are taught and equally assessed. The study further established that the role of the ESL teacher to plan for the subject content and develop the materials to be used during teaching and learning. Participants in the study indicated that ESL teachers develop teaching and learning materials to make the lesson more interesting and enhance learners’ understanding about the content being learnt. The study also found that ESL teachers have a role to engage learners in school activities as well as helping them to model the language structures and rules. All ESL teachers purported that ESL teachers are mediators between the school and home, and they also create a positive learning environment for learners to practice the language in a meaningful context. It can therefore be concluded from the results of this study that. there are several roles that ESL teachers can play, that can contribute to the enhancement of learners’ performance in ESL, these are such as teachers being motivators, assessors, planners for the subject content, developers of activities and teaching materials, creators of a positive learning environment as well as engaging learners in extramural activities. The researchers recommend that good foundation in ESL be laid at junior primary grades. This study also suggests that all schools should at least have access to internet connection because ESL materials such as e-books, e-journals, e-magazines and other social sites may be helpful in better teaching and learning English language skills.

Thoughts on the Psychology of Moral Education in Chinese Primary and Secondary Schools

The moral cognitive developmental theory, inspired by Dewey’s research on progressive moral education and Piaget’s theory on children’s moral cognitive development, is proposed by American moral psychologist Lawrence Kohlberg in the early 20th century. It is proven to be the most influential and effective theory in moral education, which is still widely applied in the contemporary western schools. The current moral education in primary and secondary schools in China is characterized by low efficiency. This article, combined with Kohlberg’s moral cognitive development theory, analyzes the status and causes of inefficient moral education in primary and secondary schools in China since the reforming and opening up policy was adopted, and puts forward the feasible measures to improve the effectiveness of moral education in primary and secondary schools.

Are You Frightened? Children’s Cognitive and Affective Reactions to News Coverage of School Shootings

ABSTRACT As news involving violence can frighten children, people worry that news portrayals of gun violence are often appalling. Based on cultivation theory and the theory of cognitive development, this study examined parents’ perceptions of the children’s exposure and reactions to news coverage of school shootings. A survey of U.S. parents (N = 266) demonstrated that children’s exposure to news coverage of school shootings is positively related to children’s frightened responses, according to the parents’ perspective. Parents reported that children more exposed to the news are more likely to perceive the world as dangerous. Children’s frightened reactions were a mediator that explains the relationship. Parents also answered that depending on children’s cognitive developmental stages, children showed different coping strategies to frightening news. Parental mediation did not have a significant relationship with children’s frightened responses. Theoretical and practical implications of the findings are discussed.

Applying Constructivism in Neurodiverse Classrooms

Cognitive development theories differ on how young students can meaningfully process new information and retain that information for future knowledge-building through scaffolding within their zone of proximal development. More traditional theories like the cognitive load theory adhere to the rote memorization approach by categorizing students as passive learners and the teachers as initiators who provide information in a structured, often rigid format, to be stored and retrieved for future application using their working memory. In contrast, the more progressive theories, like constructivism, are premised on the belief that students should proactively initiate their own learning while teachers act more as facilitators. The current trend in government policy under ESSA is to embrace the latter approach in the classroom, which is also more inclusive of all types of students, especially neurodiverse students. Moreover, teachers can utilize the wider range of assistive technology tools to accommodate and support their students’ unique learning styles.

Jean Piaget as a Pioneer of Modern Psychology: Critical Review

There is increased interest in Jean Piaget contributions in modern psychology because his works focused on one of the most significant fields in human’s life. However, Piaget’s theory has been criticized due to shortcoming in methodology, ambiguity in his style, and characterizing human abilities negatively. This paper aimed to review some reasons that led researchers to criticize Piaget’s theory. Also, presenting some of his contributions in child development, which have led his theories to be considered as effective ones in modern psychology. This review suggested that majority of criticisms could be regarded to misunderstand of Piaget’s contributions, language barriers and his new methods in search. In addition, some of his contribution such as his theory of cognitive development and his contribution to characterize thinking of child with adult still regarded as an effective in modern psychology. Future research of Piaget is recommended to understand his purposes, subjects, and concepts from within.

The bilingual effect on cognitive development: not an executive function advantage, but a differentiation of mental abilities

ABSTRACT Adopting a different theoretical framework from the one dominating the field, this study explored bilingualism influences on the development and differentiation of mental abilities. Albanian-Turkish bilingual (N = 122) and Albanian-speaking monolingual (N = 129) children, adolescents, and adults were assessed on monitoring, inhibitory control, processing efficiency, fluid reasoning, and vocabulary, and were asked to specify their own language efficiency (a cognizance index). Analyses showed a bilingual advantage in monitoring—adjusting for any fluid reasoning effects—which was larger in children. Moreover, a more pronounced bilingual benefit was observed for the incongruent condition RT of the attention task. Structural equation modelling showed though that the difference between language groups does not lie within the executive function domain (inhibitory control); it rather regards processing efficiency. Analyses also revealed increased differentiation of mental abilities in bilinguals, reflecting enhanced cognitive flexibility. Implications for cognitive developmental and individual differences theories are discussed.

The importance of formal modelling for the development of cognitive theory

The importance of formal modelling for the development of cognitive theory